Describes a nine-step workshop approach to short-story writing, providing collaborative criticism and multiple audiences for students' writing. (AA)

Describes an exercise that encourages writing by students. Each student is given a limited amount of time to write about anything that comes to mind, the papers are redistributed and a second student adds to what has been written, a third student adds more, and a fourth student writes a conclusion. (TJ)

Prospective teachers judged the creativity of eleventh grade students' modified essay compositions on the following subjects; mirrors; if the schools should close; or the new woman. Higher creativity ratings were associated with two factors: number of sentences, and number of novel ideas expressed. (Author/GDC)

An account by the translator herself of her collaboration with Brauquier in translating his poetry. Many poems are reproduced in both the original French and the English translation along with excerpts from their correspondence on the best rendering of his thought, expression and emotions. (AMH)

Brief individual conferences between teacher and student during the course of writing a composition helps the student to clarify his or her thinking on the topic, thus improving writing skills and developing enthusiasm and pleasure in written communication. (JD)

Asserts that creative writing can be taught in grades 1-4. After a full discussion of the subject, teaching procedures are described. A list is presented of imaginative topics for pupils, such as "conversation between pigeons on the railroad station square" and "advertisement for a dangerous product." (Text is in German.) (IFS/WGA)

Concludes that imaginative literature is the best way to begin to teach writing and the literature to teach first should be the most basic and elemental types: fable, fairy tale, parable, proverb, and myth. (DD)

Describes how teachers can provide stimulation for children's free writing through children's literature. (DD)

Presents samples of children's poetry and art work which describe the feelings and reactions of hospitalized young people toward skin injections. (BR)

Presents the conditions necessary to stimulate creative writing in school classrooms. (AA)

Describes the separation of modern professional writers from the real world and their misplaced concern with presenting an image of toughness instead of truly communicating. (DD)

Describes the outcomes from a poetry workshop for teachers, showing how teaching poetry helped the instructor's writing of poetry. Encourages teachers to become more interested in their own writing. (RL)

Through continuing education classes in creative writing many adults are discovering and developing new skills and perceptions of the world around them. (JD)

Discusses the advantages of teaching spelling through use of an active writing program where emphasis is on fluency of expression other than spelling achievement. (GO)

Writer's work diary shows how short fiction generated creative expression and creative writing by fifth- and sixth-grade students. Samples of student writing provided. (RL)